Thomas Adams School€¦ · Thomas Adams School Year 10 and 11 Courses and Options An Outstanding Choice . Page 1 website: Options 2018 email: [email protected] Your options,

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email: [email protected]

Your options, Your choices, Your future…

Thomas Adams School

Year 10 and 11 Courses and Options

An Outstanding Choice




Year 9 Options Booklet 2018 To the student You are approaching a very important time in your education - the final two years of your compulsory education leading to external examination qualifications. These qualifications will determine, to a great extent, your future opportunities and career. We offer a broad and balanced range of courses, but wish to offer you additional subjects which preserve an element of choice. As well as traditional academic courses, we offer a range of more practical, applied learning opportunities. It is important that you consider these choices very carefully. Discuss them with your parents, teachers and friends and read through the booklet very carefully before making your decisions. Whatever you choose, you will need to work very hard in the next two years and to attend lessons regularly and punctually. You must learn to organise your time well and complete all coursework and homework on time. If you make the most of the opportunities offered to you, success will be yours.

LIZ DAKIN HEADTEACHER




Page No.

Timetable of Procedures 3 In The Know – Referring to Levels 4 A Balanced Course 5

Section A The Core Subjects 6 English and English Literature (GCSE) 7 Mathematics (GCSE) 8 Science (GCSE) 9 French (GCSE) 10 Physical Education Non-Examination 11 Lifestyle 12

Section B Options Subjects 13 History (GCSE) 14 Geography (GCSE) 15 Computer Science (GCSE) 16 Religious Studies (GCSE) 17 Business Studies (GCSE) 18 Business Studies (BTEC) 19 Design & Technology (GCSE) 20 Food Preparation & Nutrition (GCSE) 21 Textiles 22 Information and Communication Technology (Technical Award) 23 Fine Art (GCSE) 24 Three-Dimensional Art (GCSE) 25 Graphic Communication (GCSE) 26 Drama (GCSE) 27 Music (GCSE) 28 Triple Science ‘Top-up’ 29 BTEC Level 2 Extended Certificate in Sport 30 Certificate of Personal Effectiveness (CoPE) awarded by ASDAN (Level 1 / 2) 31 The Vocational Course 32 External Examinations 33 So What's Next? Post 16 Options 34 Careers Education and Guidance : Statement of Entitlement 35

CONTENTS




After reading this booklet and following the programme laid out below, we hope that you will become familiar with the courses available in KS4 and that you will be able to make realistic and informed choices when you fill in the KS4 Courses form. Please remember though, that you are most welcome to ask for help and advice from the following people: Careers Co-ordinator Mrs H Ball Your Head of Year Mrs R Holland Form Tutors Subject Teachers Subject Leaders Your Mentor Options Co-ordinator Mr M Ashley Headteacher Mrs E Dakin Deputy Headteachers Mrs J McGurrin & Mr M Cooper Programme:

Thursday 25th January 7.15pm Year 9 Option Choices for September 2018

Monday 5th March Deadline for return of KS4 Courses form

w/c 12th March Individual mentoring of Year 9 students Mr Ashley will see each student to discuss their options. Courses will then be finalised in the summer term, in the light of pupils' choices and available resources.

TIMETABLE OF PROCEDURES




After getting used to working towards national curriculum levels from when you first started school until the end of Key Stage 3 and the SATs, you now need to be aware of a different level system that is used in education and in the workplace. There are now 8 levels which will be used for the rest of your education. These start right now, and take you as far as you go, whether you leave school at 16 and undertake job-specific training such as an apprenticeship, choose to do A-Levels, a vocational qualification, a university degree or even a PhD!

To make sure you are ‘In The Know’, an overview of what qualifications are available and what level each qualification is offered at is provided below:

Entry Level For learners not yet able to tackle level 1 in one or more areas of learning General learning, not geared towards specific subjects Applying basic knowledge to everyday situations e.g. Skills for Life

Level 1 For learners capable of gaining GCSE grades 3-1 General Studies, broad vocational or geared to specific occupations

e.g. GCSEs, BTEC First Certificates and Diplomas, NVQ level 1

Level 2 For learners capable of gaining GCSE 9-4 or equivalent General Studies, broad vocational or geared to specific occupations

e.g. all GCSEs, BTEC First Certificates and Diplomas, NVQ level 2

Level 3 For post-16 learners capable of gaining GCE A level grades A-E or equivalent General Studies, broad vocational or geared to specific occupations For people wanting Higher Education or work at supervisory level

e.g. AS/A levels, International Baccalaureate, BTEC National Diplomas, NVQ level 3

Level 4 For post-16 learners capable of gaining a first degree or equivalent Academic studies, broad vocational or geared towards specific occupations Appropriate for technical and professional jobs

e.g. Foundation degrees, BTEC Higher National Diplomas, NVQ level 4

Level 5 - 8 Aligned with the Higher Education framework Honours degrees, Masters degrees, Doctorates Higher level business qualifications e.g. MBA Job-specific higher level qualifications – NVQ level 5 Professional qualifications e.g. PGCE, doctor of medicine

IN THE KNOW – REFERRING TO LEVELS




Section A : Core Studies At Thomas Adams School we consider it essential that all of our students follow a broad, balanced curriculum throughout Key Stage 4. All students study a core curriculum of:- GCSE courses in:

ENGLISH MATHEMATICS SCIENCE

The vast majority of students will also study:-

FRENCH as well as non-examination courses in: PHYSICAL EDUCATION LIFESTYLE (includes Careers Education, Citizenship, Health Education and Religious

Education) OR, if advised by the Modern Languages Department that French is not appropriate, then one of:

Product Design, Food, ICT, or Business Studies (BTEC). You must choose at least one of HISTORY, GEOGRAPHY or COMPUTER SCIENCE, if you are taking French. Section B : Option Choices In addition, each student chooses further subjects from: BUSINESS STUDIES (GCSE or BTEC), RELIGIOUS EDUCATION, ICT, DESIGN &

TECHNOLOGY, FOOD, TEXTILES, ART or 3-D ART, DRAMA, MUSIC, PE BTEC, ‘TOP-UP’ SCIENCE

This process enables all students to have an element of personal choice in the subjects they study. However, it must be noted that this is a guided choice, with some students being strongly advised to take certain subjects. Some students have a particular career path in mind and choose subjects accordingly. However, we realise that many students find it difficult to decide which subjects to study at this stage. Initially, we ask all students to write down their reasons for choosing particular subjects. We look too at the commitment and ability they have shown in Year 9 across all their subject areas. We then discuss with them individually and agree their courses of study for Key Stage 4. The next few pages give a brief description of the subjects studied at Thomas Adams School.

A BALANCED COURSE




SECTION A

THE CORE SUBJECTS




Examination Board/Syllabus: AQA Person to contact for information: Mr M Ashley AIMS AND CONTENT: All students follow two courses: Language and Literature and are entered for both at GCSE. Both courses are now 100% examination, with Oral assignments given a separate level. Work at Key Stage 4 will build upon and extend those skills learnt at Key Stage 3, but the materials studied - poetry, plays, novels, short stories, newspapers, magazines, films - will be more adult in content and the tasks set more demanding. Contribution to oral discussion will continue to be important despite the fact that it is no longer a part of the Language GCSE. You will also be expected to make further use of ICT packages, the internet etc., and to take great care and pride in the presentation of your work. There are TWO examinations for each GCSE and these will test:

your detailed knowledge of set texts and a poetry anthology and your ability to show that you understand what the author's skills were in writing these;

ability to show understanding and appreciation of unseen passages of factual and literary information;

ability to write in a range of styles for different audiences. The course is challenging and varied.

ENGLISH and ENGLISH LITERATURE

(GCSE)




Examination Board and Specification: AQA 8300

Person to contact for information: Mr Ian Bailey

Background: In preparation for an attempt at a GCSE paper appropriate to their ability, pupils in Year 9 are following the new AQA GCSE scheme of work. They have had opportunities to apply the mathematics skills learnt in the previous years, so that they are ready for Key Stage 4.

Approach: At Key Stage 4, pupils follow the new AQA GCSE with all external assessment taking place at the end of Year 11. To remove all barriers to achievement, pupils are initially set by ability in three strands Higher, Intermediate and Foundation; the end of Year 9 exam is our main indicator. This ensures that the level of challenge in lesson is appropriate to each pupil’s ability. A comprehensive homework course is used by all pupils to consolidate learning in school and to assess their understanding of the topics approaching examinations.

In the beginning of Year 11 these classes are carefully condensed into Higher and Foundation tiers as these are the only exams which are available. Three exams are taken in the summer of Year 11 assessing the whole course, each of an hour and a half (two with a calculator and one without.)

The content of the new Higher Tier GCSE has been augmented with some A Level topics so that the course stretches the most able pupils, it is therefore an ideal springboard for them into further studies of Maths and Science.

Key Skills: In both tiers of assessment and in all lessons, pupils apply their knowledge, reason mathematically and communicate clearly. They develop their problem solving strategies while building the confidence and skills that are required to overcome unfamiliar challenges. This approach builds on Key Stage 3 mathematics and cross-curricular initiatives on thinking skills and independent working.

Resources: Each pupil has access to a MyMaths account for online consolidation. A Revision Guide will be provided in Year 11.

MATHEMATICS (GCSE)




Examination Board/Syllabus: OCR GCSE Combined Science A (Gateway Science) Person to contact for information: Mr P Phillips Overview of GCSE Science: Pupils undertake a combined scientific approach, meaning they will have distinct lessons in Biology, Chemistry and Physics. Under the new grading system at GCSE, Science will constitute the equivalent of two GCSEs. During KS4, students will have 5 hours of lessons per week in the three sciences. The Content to be covered, not including specific practical work, will be:

Biology Topic B1: Cell level systems Topic B2: Scaling up Topic B3: Organism level systems Topic B4: Community level systems Topic B5: Interaction between systems Topic B6: Global challenges

Chemistry Topic C1: Particles

Topic C2: Elements, compounds and mixtures Topic C3: Chemical reactions Topic C4: Predicting and identifying reactions and products Topic C5: Monitoring and controlling chemical reactions Topic C6: Global challenges

Physics Topic P1: Matter

Topic P2: Forces Topic P3: Electricity and magnetism Topic P4: Waves and radioactivity Topic P5: Energy Topic P6: Global challenges

Pupils will take six external examinations (at either FOUNDATION or HIGHER level) at the end of Year 11 (2 Biology, 2 Chemistry and 2 Physics). There is no longer a ‘coursework’ element to GCSE Combined Science. There is, however, a required practical element, an important aspect of any Science course to aid understanding and application of the subject.

COMBINED SCIENCE (worth 2 GCSEs)




Examination Board/Syllabus: Edexcel GCSE Person to contact for information: Mrs J Whitfield AIMS AND CONTENT: Students are required to continue with a foreign language until the end of Year 11 with the exception of those students who do not follow a language course in Key Stage 3. Students will continue with French, the language they started to learn in Year 7, as they have already covered a significant amount of content. The GCSE French course is an opportunity for all students to further develop both their language and other transferable skills. An increasing number of businesses are looking for young people with a variety of skills, one of which is a modern language. Languages can be used in many jobs and professions, for instance in sales, logistics, secretarial work, broadcasting, television, tourism, interpreting and of course teaching! It is important to note that many universities now require a language at GCSE, even for non-linguist courses. Students will also need a language GCSE to attain their EBACC qualification. Students will work towards the French GCSE examination by continuing to develop the four skill areas of listening, reading, speaking and writing, at greater depth. The work will be based on a variety of topics and situations e.g. family, house and home, transport, holidays, free time and entertainment, education and future careers, shopping, health and welfare, services, communications and festivals. The four skills, worth 25% each, are examined at the end of Year 11 at either Higher or Foundation level following consultation with the class teacher.

FRENCH

(GCSE)




Person to contact for information: Mr T McAleavy & Mrs C Kempster AIMS AND CONTENT: Physical Education is offered as a compulsory curriculum subject in Years 10 and 11. A “student-centered” curriculum approach is taken with students selecting from three “Sports Pathways” to create their own programme of study to suit their individual needs and gain ownership of their own learning experience. The fundamental objective of the course is to promote a healthy lifestyle and physical fitness that students will maintain throughout their natural lives. Throughout the academic year, students will have the opportunity to participate in four main “Pathways” that will allow them to build upon Key Stage 3 achievements, understand the benefits of life-long fitness and alternative roles that can be performed in sport. These pathways are Performance, Lifestyle, Leadership and Athletics (Year 10).

Performance Students will have the opportunity to select a game based sport that will then focus upon selecting and combining a range of complex skills within familiar and unfamiliar activities demonstrating consistency, precision, control and fluency. Develop a widening understanding of strategies, tactics and compositions to overcome challenges independently and imaginatively.

Lifestyle Students will have the opportunity to select a fitness based or creative movement activity that focuses upon the benefits of regular, safe and planned physical activity on physical, mental and social wellbeing, and carry out their own physical activity programmes based on their choices and preferences.

Leadership Students complete a unit of work that aims to develop the core values and skills required to become an effective leader in sport. Students will then have the opportunity to gain a variety of coaching awards (NGB), which will provide them with additional qualifications in their pursuit of a career within the sports industry. There are also Sports Clubs operating on a regular basis in the Department, both during the lunch hour and after school.

PHYSICAL EDUCATION Non-Examination




A Course in Personal, Social and Health Education including Citizenship and Careers

Non-examination - All students in Years 7 - 11 Person to contact for information: Mrs E Elliott AIMS: This course aims to meet in full the demands of the National Curriculum and to enable the School to provide a balanced curriculum for all students. The course emphasises personal and social development and incorporates:- Citizenship Careers education and guidance Health Education, including sexual and drugs issues Personal appraisal and awareness Aspects of religious, cultural and moral education Transition skills, information and planning The course is based on the active participation of all students. It is based on a series of Focus days throughout the year. It aims to:

Help you develop a positive attitude to the changing demands of life in our society

Give you the knowledge and skills which will enable you to be more effective in obtaining information, making informed decisions, and solving problems which you may encounter

Encourage the development of critical self-awareness and a moral and social

understanding of many features of modern life WORK EXPERIENCE: Person to contact for information: Mr Hargreaves During the course of Year 10, most students will be given the opportunity to complete a one week placement of their choice. It is felt that this will allow students the opportunity to face new social and personal experiences and provide a vocational insight into life beyond the classroom. Each student is expected to arrange their own placement and meet all disciplines of the workplace. The programme will be co-ordinated and monitored by the school.

PSHE




SECTION B

OPTION SUBJECTS




Examination Board: WJEC Eduqas Person to contact for information: Mr L Williams

History is directly useful for a wide variety of jobs such as Law, Police, Journalism, Media, Teaching, or the Civil Service. However, the study of History is also relevant for everybody – many modern day problems, situation and traditions can be explained only by looking at the past.

AIMS AND CONTENT: In the History department we feel that GCSEs should be interesting and stimulating, as well as developing skills and abilities which will be useful in higher education and the world of work.

This is a brief outline of the course and some of the key issues we will investigate: COMPONENT 1 Elizabethan Age 1558-1603 (25%)

Lifestyles of rich and poor Popular entertainment, including cruel sports The Spanish Armada

Germany in Transition 1919-1939 (25%)

Impact of WW1 on Germany The rise of Adolf Hitler and the Nazis The Nazis in power Events leading to the start of WW2

COMPONENT 2 The USA 1929-2000 (20%)

Black civil rights Changes in music and the emergence of a youth culture The Vietnam War America’s relations with the Soviet Union, Iran and Iraq

Changes in Health and Medicine c500 to the present day (30%)

The Black Death The discovery of vaccination, anesthetics and antiseptics Improvements in surgery

LIFE MUST BE LIVED FORWARDS, BUT CAN ONLY BE UNDERSTOOD BACKWARDS.

HISTORY (GCSE)




Examination Board/Syllabus: AQA Geography 8035 (aqa.org.uk) Persons to contact for information: Mr. O Stokes and Mr. L Winter

Do you… Enjoy varied teaching and learning activities? Enjoy a wide range of topics within Geography? Enjoy regular assessment and feedback and work to challenge yourself to progress and

achieve high standards? Enjoy fieldwork and learning in a variety of locations outside of the classroom?

Then GCSE Geography is for you! New specification started September 2016!

The two-year linear qualification is assessed by three public exams: Paper 1: Physical Geography Paper 2: Human Geography Paper 3: Geographical

applications

Natural hazards, weather, climate change, ecosystems, tropical rainforests,

hot deserts, coasts and rivers

Urban issues and challenges, changing economic world, resource

management including water

Issue evaluation and fieldwork

35% of the GCSE 35% of the GCSE 30% of the GCSE

As citizens within a global community, Geography plays an increasingly important role in plans and decisions that affect people, places, cultures and the environment. Geography is all around us and is a part of our lives in every way. It is concerned not only with people and places, but with real-world issues that affect all of our lives.

Geography - A World of Possibilities!

GEOGRAPHY (GCSE)

Interested in the issues affecting

out planet?

Interested in the natural world and

the impact it has on human activities?

Interested in the human planet and how we interact with the natural environment?

Interested in different places,

cultures and environments from across the world?

Interested in the causes, impact

and management of natural hazards around the world?

Interested in a relevant and modern Geography that is well-respected by universities and

employers and keeps you career options open?

Are you…




Examination Board: AQA Person to contact: Mr M Howlett

Computing is of enormous importance to the economy, and the role of Computer Science as a discipline itself, and as an ‘underpinning’ subject across science and engineering, is growing rapidly.

Computer technology continues to advance rapidly and the way that technology is consumed has also changed at a fast pace over recent years. The growth in the use of mobile devices and web-related technologies has exploded, resulting in new challenges for employers and employees. Businesses today require an ever-increasing number of technologically-aware individuals. This is even more so in the gaming, mobile and web related industries; the AQA GCSE Computer Science specification has been designed with this in mind. As a GCSE Computer Science student, you will study:

Computational thinking: this is the process of thinking through a complex problem, taking the time to understand what the problem is and then develop potential solutions for evaluation. These are then presented in a way that a computer, a human, or both, can understand.

The fundamentals of data representation and computer networks. You will learn about the computer systems that you will create and use and also delve in to the world cyber security and ethical legal and environmental impacts of digital technology.

Aspects of software development: You will learn how to implement and test a design to make sure it works effectively. Learn how to complete an overall evaluation to help refine the end product.

GCSE Computer Science is assessed in the following way:

100% Examination – Two 1 ½ hour written exam papers on all content covered during the two years.

The course will offer excellent progression to ‘A’ level Computer Science or IT, vocational courses and on to degree level courses in the areas of computing, engineering and science as well as providing a foundation understanding of the concepts required for careers such as:

Computer Programmer Software Engineer Computer Games Developer Network Engineer/Manager Web/Web Applications Developer

Computer Science (GCSE)




Examination Board/Syllabus: EDEXCEL Person[s] to contact for information: Miss E Badger, Miss R Turner Why study RS? We think this GCSE is more relevant to your everyday lives than it ever has been. Religion is all around us, affecting the way in which people in the UK, and indeed the world, think and live. In the world of work, employers look for someone with an enquiring mind, an appreciation of different viewpoints and an ability to come to clear, balanced decisions. These skills are all developed through RS. If you want to work in social work, teaching, journalism, law, publishing, the police, with children, in health, catering, leisure and tourism, or to travel and work abroad, RS will give you plenty to think about, valuable expertise and teach you important skills. Our aim is to enable you to recognise the way in which religion affects individual people and the society around us. You will be encouraged to consider issues such as why some people hold a belief in God, while others do not and if there is a life after death. You will debate and discuss ethical issues such as abortion and religious attitudes to euthanasia and the sanctity of life; war and peace and crime and punishment. We aim to introduce you to the challenging, fascinating and varied nature of religion, philosophy and ethics and the ways in which this is reflected in the belief and practice of Christians and Muslims. For example, we will consider, debate and reflect on questions such as:

Does God exist? How do we cope with the question of suffering? Is there ever such a thing as a Just War? Does everyone have a right to life? How does belief affect a person’s life? What is the purpose of punishment? Are religion and science incompatible? How was the world created?

Is there life after death? So....... if you're a person with an enquiring mind who's not afraid to ask questions to which there may not be answers, then RS is the subject for you!

RELIGIOUS STUDIES (GCSE)




Examination Board/Syllabus: AQA Business Studies Specification (full details can be downloaded from the AQA website: http://www.aqa.org.uk) Person to contact for information: Mr S Moss AIMS AND CONTENT: A GCSE in Business Studies is designed to open up a world of opportunities, either through developing skills and knowledge to set up a brand new business, or providing a platform to gain employment in a large multinational organisation. Pupils will be encouraged to develop initiative, problem solving and decision making skills through a wide variety of learning situations based upon local businesses, simulations, role play, case studies, internet research, online activities and the pupils' own experiences. Students will also be encouraged to attend educational trips to environments such as Alton Towers, in order to see how businesses operate and make money in the real world with the real life challenges they face.

The course is assessed via two exams, both assessed at the end of the 2 year course.

Exams are divided into two key topic areas:

Operations management and Human Resources Marketing and Finance

Both exams are worth 50% of the overall GCSE grade and each exam is worth 90 marks, assessed over 1 hour and 45 minutes per exam. GCSE Business Studies provides pupils with a challenging and engaging academic course that allows them to see how the real world of Business works. The course allows pupils to understand how the key functions of Business work and provides pupils with an opportunity to develop an interest in these areas. Business Studies is an extremely popular course at both GCSE and A-level and a large number of pupils continue their studies after GCSE. A large number of students moving on to University from Adams College also choose to study a Business related discipline, ranging from Marketing Management to Football Business Management. A Business GCSE course has something for everyone!

BUSINESS STUDIES (GCSE)




Examination Board/Syllabus: Edexcel BTEC (full details can be downloaded from the Edexcel website: http://www.edexcel.com) Person to contact for information: Mr S Moss

AIMS AND CONTENT: A BTEC First in Business will provide you with a wide range of experiences designed to provide you with the skills required to set up in Business. The BTEC qualification is an extremely practical qualification with the emphasis being on learning by doing.

You will be encouraged to apply your knowledge to real life situations and the vocational aspect of the course will ensure that a BTEC in Business will be valuable when applying for jobs or progressing onto further study. This qualification is mainly assessed through coursework throughout the 2 years and therefore removes the stress of exams at the end of Year 11.

The work is divided into 4 main units as outlined below, spread over 5 terms (2 years). Enterprise in the Business world (coursework) Finance for Business (1 hour exam) Principles of customer service (coursework) Recruitment, selection and employment (coursework)

Unit 1 – Enterprise in the Business world - This unit focuses on the basic principles of how a Business can be successful in a competitive market. You will research into existing successful Businesses and identify the features which made them so popular. This unit is assessed completely through coursework in year 10 and is worth 25% of the overall grade.

Unit 2 – Finance for Business – This unit will introduce you the key financial methods which are used by Business, such as cash flow, profit, breakeven and methods of sourcing finance. This unit is assessed through a 50 mark test over 1 hour at the end of year 10 and is worth 25% of the overall grade.

Unit 3 – Principles of customer service – This coursework based unit will provide students with host of practical knowledge and skills that will be able to be applied to a wide variety of careers and jobs. Customer service is a fundamental part of all Business and this unit will provide a host of opportunities to develop excellent customer service skills. This coursework unit will be assessed during year 11 and will be worth 25% of the final grade.

Unit 4 – Recruitment, selection and employment - This unit provides students with vital knowledge for recruitment in the Business world. Assessed at the end of year 11, this unit will allow you to build upon your work experiences and prepare a wide variety of high quality personal career material such as CV’s and application letters. This coursework unit will be assessed during year 11 and will be worth 25% of the final grade.

Providing you with a massive variety of skills and experiences, a BTEC qualification in Business will set you up perfectly for the world of Business or provide you with solid foundations to build upon in further study.

BUSINESS (Level 1/2 BTEC First)




Examination Board/Syllabus: AQA : Design & Technology Persons to contact for information: Mr J Allen, Mr Munro

AIMS AND CONTENT: An academic and practical course, GCSE Design & Technology gives students the opportunity to build a

breadth of technical knowledge to help them participate in an increasingly technological world. The course offers a detailed look at the theoretical and practical principle behind the made world. There are sizable

overlaps with Science and Mathematical content. To achieve a good grade, students not only should be creative, but be wiling to demonstrate an ability to tackle an exciting but challenging exam.

This course would be an excellent option for those students that are interested in exploring a career within

the “made world”. This could include engineers, architects, designers, manufacturing and construction.

The course is a combination of both theory and practical assessment. Success is dependent on doing well in

both elements. It will provide students an opportunity to study a backbone of CORE technical principles and choose one specialist principle such as Timbers. These two theory units (core + specialist) will constitute

50% of the GCSE. Topics in the 50% Theory Unit will include:

New and emerging technologies

Properties and characteristics of materials including modern and smart materials

Designing skills and making principles

Industrial processes

Ethical issues and design considerations

Detailed study of the specialist area including materials, processes and preparation for coursework.

Students will also be given an opportunity to respond to a creative design brief in Year 11 based around their specialist area choice. They will produce a paper portfolio of design and development work, concluding

in the manufacture of an artifact such as a light, game, table, or functional item. This will constitute the other 50% of the GCSE.

The department is very well equipped and has excellent provision for ICT which enhances the range of

making options that will be open to you. You will have the opportunity to explore and work with a range of

materials including metal, wood, acrylic or card.

The course structure is as follows:

Autumn Term Year 10: Core knowledge and skills (theory and practical). Spring Term Year 10: Specialist knowledge and skills (theory and practical).

Summer Term Year 10: Applying knowledge and skills in a mini coursework preparation exercise.

Autumn Term Year 11: Controlled Assessment launch (50% of the GCSE), selection of brief and exploring the task. Development of initial ideas.

Spring Term Year 11: Manufacture, testing and evaluation of product. Summer Term Year 11: Revision and preparation for the final written exam. (50% of the GCSE)

Please Note: The school has a limited budget for Design and Technology and, therefore, students opting

will need to be responsible for the cost of materials used during the course. If any parent/carer would like to

discuss possible assistance in making the necessary contribution, please contact the Headteacher. All enquiries are dealt with on a discretionary basis and treated as strictly confidential.

GCSE in DESIGN & TECHNOLOGY SPECIALIST TECHNICAL PRINCIPLE: Timbers




Examination Board/Syllabus: EDQUAS Persons to contact for information: Mrs Lloyd or Mrs Adams

AIMS AND CONTENT: This brand new course combines exploring the scientific properties of ingredients and equipping you with an array of culinary techniques, as well as knowledge of nutrition, food traditions and kitchen safety. Topics covered will include:

Food, Nutrition and Health Food Science Food Safety Food Choice

Food Provenance

Students will explore and learn about a wide range of ingredients and how to cook with them. Students will consider the sensory properties of different ingredients and how to create interesting and exciting dishes with them. They will be encouraged and expected to develop and extend their practical skills and become an independent young chef. Cooking will be an integral part of the course and their learning experience, and as a result they will be expected to provide ingredients on a routine basis.

The course is assessed with a written exam at the end of the two year course. The remaining 50% is assessed from two controlled assessments tasks in Year 11, which both include practical cooking tasks.

The course structure is as follows:

Autumn Term Year 10: Introduction to food commodities and classic cooking skills. Spring Term Year 10: Exploring the scientific behavior of food ingredients. Summer Term Year 10: Designing and making food dishes for different target groups. Autumn Term Year 11: Planning and completion of first piece of controlled assessment.

(15%) Spring Term Year 11: Planning and completion of the second piece of controlled

assessment. (35%) Summer Term Year 11: Revision and preparation for the final written exam. (50%) Please Note: The school has a limited budget for Design and Technology and, therefore, students opting will need to be responsible for the cost of materials and ingredients used during the course. If any parent/carer would like to discuss possible assistance in making the necessary contribution, please contact the Headteacher. All enquiries are dealt with on a discretionary basis and treated as strictly confidential.

FOOD PREPARATION AND NUTRITION NEW GCSE




Persons to contact for information: Mrs K Mead or Mrs Lloyd Textile Design is an exciting, experimental, and highly creative subject where you will develop your ideas through a range of research processes. Drawing on your own individual interests, you will create your own textile designs to include fabrics for fashion, interiors, and sculptural pieces. A focus on creativity and technique ensures that you can expect to develop excellent portfolios and final outcomes. Foundation Skills Students explore a range of techniques using both hand and machine led processes. Exploring a wide range of skills such as printing, embroidery, machine work, fabric manipulation, drawing, dying, fashion drawing and colour work. Contextual links with artists and designers will be built in as research studies to fed practical outcomes. Component 1: Portfolio 60% of qualification 120 marks Students work to a particular theme and respond to this to meet the course objectives, through practical studies such as drawing, mixed media approaches. Throughout, students learn how to annotate their thoughts through on going creative writing in sketchbooks. Students will build up their development work cumulating in making a final piece. Component 2: Externally Set Assignment Student respond to a chosen brief/theme set by the exam board. Students build up their development of practical work in response to their chosen stimuli through a preparatory study period which leads to a final practical 10 hour exam. Areas of study include:

• Constructed textiles • Digital textiles • Dyed fabrics • Printed fabrics • Fashion design • Installed textiles • Soft furnishings • Stitched and/or embellished textiles.

TEXTILES




Examination board: Edexcel Person to contact for information: Mr M Howlett Certificate in Digital Applications (CIDA) The CIDA course is a hands-on, practical based, GCSE equivalent course. The course is ideally suited to those students with a preference for practical work, rather than solely theoretical learning. The course features a large coursework component (Unit 2), counting for 75% of the overall qualification. The remaining 25% of the qualification (Unit 1) is based upon a practical exam, completed on computer, with a key focus on the web design. Unit 1 of the course is entitled ‘Developing Web Products’. This unit focuses on a key aspect of IT – how to build websites which are suitable for a given audience. Within this unit you will learn;

How to design a website to ensure it meets the users’ needs

Different ways of structuring websites

How to create an effective navigation pathway through a website

The key skills required to produce an effective, fully working website

How to choose appropriate content for a site and how to ensure a site is accessible

for all users, such as those with visual impairments

How to use HTML code to further enhance a website

How to effectively test and evaluate a completed website

Unit 2, entitled ‘Creative Multimedia’, is the coursework element of the CIDA course and involves students producing a portfolio of evidence, where students will need to demonstrate skills in a number of key IT areas. The work is based on a Summative Project Brief (SPB) – which gives students a clear scenario to work to and requires students to use the IT skills, they will develop, to meet the needs of a given client, in areas such as;

Designing effective multimedia assets

Web design

Video editing

Graphics editing

Combining and editing sound

Creating animated assets

INFORMATION TECHNOLOGY (IT)




Examination Board/Syllabus: AQA Person to contact for information: Mrs H Harris : Mrs Azzolina : Mrs E Morris

In response to their chosen activities in Fine Art, candidates will demonstrate a variety of skills through their response to their chosen starting point, scenario or stimulus. A variety of processes and techniques can be explored when using differing approaches to making images and/or objects.

Candidates are expected to demonstrate an expressive and personal response in their work, appropriate for the given task or stimuli, from two or more of the activities listed below.

Painting: Candidates will explore the use of tone, colour, composition, materials and context. Candidates can show this through the use of various processes and media, such as inks, acrylic, watercolour or oil paints.

Drawing: Candidates will be encouraged to work from direct observation to explore drawing using line and tone. They will also explore a wide variety of drawing materials using different surfaces. Drawing materials might include pastel, pencil, pen and ink, paint, charcoal or other materials.

Printmaking: Candidates will explore a variety of printmaking techniques and produce either a series of related images or one-off prints using methods such as linocut, etching, mono-printing or screen printing.

Sculpture: Candidates will explore form, space, mass and volume. They will use a range of processes and materials such as carving, modeling, casting or constructing.

Lens-based imagery: Candidates will explore approaches to the production of still and/or moving images using appropriate techniques, processes and equipment such as traditional dark room methods, digital photography, image manipulation, film, animation or other new media.

Other forms of two-dimensional or three-dimensional imagery: Using traditional or new media, candidates can also produce work for assessment in any other 2D or 3D form such as collage, assemblage or textiles. Candidates may employ mixed media or use of improvised or waste materials for collage or constructional purposes to create work.

You will be involved in a course of study made up of one project examining different themes and employing a broad range of media experience. You will be expected to respond to the work of artists and designers as an integral part of each of the projects.

This coursework element (controlled assessment) will carry 60% of available marks. Controlled assessment takes place in the September of Year 10 and involves 45 hours of time spent on one project.

The examining board will set a question paper with a range of starting points to which you respond in the form of another free-standing project. This exam project, which is usually conducted from January onwards in Year 11, carries 40% of the available marks.

FINE ART GCSE




Examination Board/Syllabus: AQA Person to contact for information: Mrs H Harris : Mrs E Morris : Mrs Azzolina You will be given a brief or a scenario and you will create a three-dimensional piece of art that can be useful and/or decorative. We will explore a range of available techniques and processes both traditional approaches and the use of ICT. We will look at working practices, techniques such as building, constructing, coiling, slabbing, modelling, and an understanding of role, function and location. Candidates should demonstrate an expressive and personal response in their work, appropriate for the given task or stimuli, from the list below.

Ceramics: We will look at the processes involved in making, drying, firing, decorating and glazing. Candidates working within this specialism could demonstrate a range of different constructional and finishing methods such as hand making through slab and coil, casting including the construction of moulds, throwing, modelling and application of colour and glaze.

Theatre Design: We will look at the use of design for performance through areas such as costume, set design and lighting. Candidates could demonstrate their abilities through a brief which could be a live project in collaboration with a drama, dance or music event. Work could be documented through photographs or video or DVD, as well as a sketchbook.

Environmental/Architectural Design: We will look at the use of spatial design in an environmental/architectural context in either public or private spaces. Public space could include exhibition halls, shopping centres, transport terminals, town squares, city centres, rural and leisure parks. Private space could be the home environment or domestic sets for advertising film and television.

Jewellery: We will look at different techniques, skills and materials. Work can be fashioned as one-off items or a group of items which link through concept, materials or manufacture. Candidates’ work should be linked to a clear design brief with a selected starting point. A balance should be achieved in terms of the required technical, craft or design skills which would inform the outcome(s) equally. Jewellery could include pendants, rings, finger sculpture, ear wear, beads, buckles, necklaces, fastenings, hair adornments, broaches, and small artifacts such as boxes, settings for stones and frames. These could be made using one or more techniques such as carving, fusing, soldering, riveting, enamelling, twisting, engraving and etching.

You will be involved in a course of study made up of one project examining different themes and employing a broad range of media experience. You will be expected to respond to the work of artists and designers as an integral part of each of the projects.

This coursework element (controlled assessment) will carry 60% of available marks. Controlled assessment takes place in the September of Year 10 and involves 45 hours of time spent on one project.

The examining board will set a question paper with a range of starting points to which you respond in the form of another free-standing project. This exam project, which is usually conducted from January onwards in Year 11, carries 40% of the available marks.

THREE-DIMENSIONAL ART (GCSE)




Examination board/Syllabus: EDUQAS Contact: Mr. D Haycocks What is Graphic Communication ? Graphic communication is a part of your daily life. From humble things like sweet wrappers to huge things like billboards to your favourite T-shirt, poster and book cover. Graphic communication informs, persuades, organises, stimulates, locates, identifies, attracts attention and provides pleasure. Graphic communication at Thomas Adams is an engaging, exciting and refreshing area of the arts - a subject that allows you to pursue your own ideas and encourages you to be a creative as you can be. This qualification is for students interested in traditional (drawing, painting, printmaking) and modern (Photoshop / Illustrator, digital Photography) ways of creating images. Graphic communication conveys information and ideas through visual means within a set of constraints. The briefs for the GCSE course are varied. You may choose between design for music (CD, album covers, gig posters), game cover design, children’s picture books or magazines.

Choosing Graphic communication will allow you to explore more conventional forms such as print, collage, pen/ink and watercolour, as well as considering the interaction of a range of different areas such as printmaking and computer imaging, or combining photographic imagery with painting or drawing. The course is divided into 3 components over two years:

Foundation : Learn from scratch: stencil spraying, Photoshop tutorials, photography, illustration, drawing and typography. Work through a series of small, fun tutorials in different mediums and subject matter connected to your favourite bands, musicians, places, books and films. These tasks are internally assessed but not submitted for your GCSE mark. Component 1 : Research, design and make one of the following: album / CD cover / gig poster, console game cover, children’s picture book or magazine. This is 60% of the total GCSE mark.

Component 2 : Research, design and make an artefact based upon a starting point specified by the exam board. You have the freedom to explore an area of your own choosing. This is 40% of the total GCSE mark. By completing the course, students will develop knowledge and understanding of:

● a wide range of new creative processes and techniques ● the relationship between illustration and narrative ● illustration briefs, the client, the audience ● thumbnails, sketching, character design, dummy books ● the building blocks of visual art – elements, principles and composition ● the anatomy and application of Typography

GRAPHICS Art and Design GCSE




Examination Board/Syllabus: OCR Person to contact for information: Ms S Carter : Mrs L Hobbs GCSE Drama offers you various opportunities to explore an exciting range of dramatic techniques and styles of acting. AIMS: To develop:

a) An understanding and response to a wide range of play texts, an appreciation of the ways through which playwrights achieve their effects and the ability to communicate the authors’ intentions to an audience.

b) An awareness of the social, historical and cultural contexts and influences through an investigation of plays and other styles of dramatic presentation.

c) Increased self and group awareness and the ability to appreciate and evaluate the work of others.

d) Skills of creativity, self-confidence, concentration, self-discipline and communication. COURSE STRUCTURE: Component One Understanding Drama – Written exam, 1 hour 45 mins, worth 40% of overall mark Knowledge and understanding of drama and theatre Study of a set play Analysis and evaluation of live theatre Component Two Devising Drama – Practical, worth 40% of overall mark Process of creating devised drama Performance of devised drama Analysis and evaluation of own work (Performance 20 marks; written log 60 marks) Component Three Texts in Practice – Practical, worth 20% of overall mark Performance of two extracts from one play

DRAMA (GCSE)




Examination Board/Syllabus: WJEC, EDUQAS

Person to contact for information: Mrs R Heywood

GCSE Music is a very varied and exciting option to take. There are a wide range of activities tied up with the subject, including performing, composing and learning about different styles of music. 60% of the overall qualification comes from coursework.

Music lessons at GCSE are very different from the lessons in Lower School. The groups are usually quite small and the learning environment is much more informal. Students learn a lot by studying the music of others (including their own work) and discussing it within the group. This enables them to see what can be effective in musical composition and also, what doesn’t work. We endeavour to perform music regularly, either as a group, or as individuals.

The GCSE content for music falls into three parts: 1. Performing (30% - Coursework) 2. Composing (30% - Coursework)

3. Listening and Appraising (40% - Exam)

1. Performing (30%) Students are required to perform on an instrument, or as a singer. This can be on any instrument and the two performances can be on different instruments if the student wishes. The performance can be any style of music. Students are required to provide at least 4 minutes of performances. This must be a mixture of solo and ensemble performing (performing with other people). The ensemble can be anything from a piano duet or a string quartet to a rock band! These two performances are recorded and marked by the teacher. The recordings are then sent to the Board and the marks are checked (moderated). Students are encouraged to do several performances throughout the course, so that we can then choose the best ones. 2. Composing (30%)

Students are required to submit two compositions for this part of the GCSE. There must be at least three minutes’ worth of music from both compositions. One composition is written to a brief set by the Board. That is, they will tell you what the music is for and then you must compose for that situation. The other composition is a completely free choice. 3. Listening (40%) This is the only part of the GCSE that is an actual exam. Over the two years, students study music ranging in style from classical music to popular music and music from other cultures. They also learn about the general characteristics of various styles of music. In this 1 hour 15 minute exam, which takes place at the end of Year 11, Students are played extracts of selected set works and answer questions on the music. There is also a longer question where students are asked to compare a piece they know, with a piece they don’t know. This question will require a little more writing than the other questions.

Common questions about GCSE Music: Do I have to be able to play an instrument? The simple answer is yes. If you don’t already play an instrument or sing, we have teachers coming in to school who can teach you a variety of instruments, or voice. It is possible to start lessons in year 10 and reach an acceptable GCSE standard by the end of year 11, although you should be prepared to work hard at it. Do I have to write long essays? Not very often. The listening exam generally asks you for information in short answers or bullet points. There is one extended writing question, but this is quite straightforward as it always follows a similar pattern. I can’t read music. Can I do GCSE? You can access much of GCSE music even if you can’t read musical notation. However, there is one question that requires you to read a few notes, and studying some of the set works usually requires a bit of note reading as well. How do I compose music? Your teacher will guide you through many ways of composing music. Many people who play instruments like to make up pieces for their instruments. Others like to compose at the computer, using the Sibelius or MuseScore programmes and then try it out to see if it works on real instruments. The advantage of using computer programmes is that it gives you the printed music, so you don’t have to write it all down.

What are the benefits of studying music? Many people wish to try and work in the performing arts and music. It can be helpful in teaching, broadcasting, theatre and many other jobs. There are also many benefits from studying music which reach far beyond the subject itself. It is well documented that studying music has many educational benefits. Employers, colleges and universities generally look very favourably on music as a subject, as it suggests a person will have many additional skills.

If you have other questions about GCSE music, please come and ask Mrs Heywood.

MUSIC (GCSE)




Examination Board/Syllabus: OCR GCSE Biology Syllabus B OCR GCSE Chemistry Syllabus B OCR GCSE Physics Syllabus B Person to contact for information: Mr P Phillips Overview of Triple Science: This course is intended to support those students who are expecting to take A Levels in one or more Science subjects. It will help to bridge any gap between a ‘regular’ GCSE and A Level. It will therefore ease the start to any A Level Science subject and maximize the chances of success in it. This is especially important for those intending to study Higher Education courses such as Medicine, Veterinary Science, and Dentistry etc. where high A Level Science grades are essential. There is, however, no necessity to undertake this course in order to be able to do A Levels in the Science subjects. The Content to be covered, not including specific practical work, will be: Biology Topic B1: Cell level systems

Topic B2: Scaling up Topic B3: Organism level systems Topic B4: Community level systems Topic B5: Genes, inheritance and selection Topic B6: Global challenges

Chemistry Topic C1: Particles Topic C2: Elements, compounds and mixtures Topic C3: Chemical reactions Topic C4: Predicting and identifying reactions and products Topic C5: Monitoring and controlling chemical reactions Topic C6: Global challenges

Physics Topic P1: Matter Topic P2: Forces Topic P3: Electricity Topic P4: Magnetism and magnetic fields Topic P5: Waves in matter Topic P6: Radioactivity Topic P7: Energy Topic P8: Global challenges

Under the new grading system at GCSE, Triple Science will constitute the equivalent of three GCSEs. During KS4, students will have 7 ½ hours of lessons per week in the three sciences. Pupils will take six external examinations (at HIGHER level) at the end of Year 11 (2 Biology, 2 Chemistry and 2 Physics). There is no longer a ‘coursework’ element to Triple Science. There is, however, a required practical element, an important aspect of any Science course to aid understanding and application of the subject.

TRIPLE SCIENCE: Biology, Chemistry & Physics (worth 3 GCSEs)




EDEXCEL BTEC LEVEL 2 FIRST AWARD IN SPORT

Examination Board/Syllabus: Edexcel Person to contact for information: Mr T McAleavy : Mrs A Gilbert

AIMS AND CONTENT: BTEC Level 2 First Award in Sport is a high-quality work-related qualification, offering unique progression and career opportunities for students who wish to work in the sport and leisure sector. Highly transferable and recognized by employers, colleges and universities, BTEC qualifications are suitable for anyone who wants to take sport seriously. The qualification prepares young people for careers in the sports sector.

Assessment The BTEC Level 2 First Award in Sport Course consists of 75% Internal Assessment (through assignment based evidence) and 25% External Assessment (through Online Exam set by the board). The assignments allow the student to demonstrate that they have skills and knowledge to achieve a Level 1, Level 2 Pass, Level 2 Merit, Level 2 Distinction and Level 2 Distinction* Grade.

At the end of the course, the student’s assignment grades are placed together to determine the overall grade for their qualification.

Units of Work

Students will complete 4 units of work to achieve their qualification. These units are outlined below:

Unit of Work Content Method of Assessment

Fitness For Sport and Exercise

In this unit learners will:- Know about the components of fitness and the principles

of training Explore different fitness training methods Investigate fitness testing to determine fitness levels.

This unit is externally assessed using an onscreen test. Edexcel sets and marks the test. The test lasts

for one hour and has 50 marks.

Practical Sports

Performance

In this unit learners will:- Understand the rules, regulations and scoring systems

for selected sports Practically demonstrate skills, techniques and tactics in

selected sports Be able to review sports performance.

This unit is assessed internally through assignment based evidence and externally verified by Edexcel.

Training for

Personal Fitness

In this unit learners will: Design a personal fitness training programme Know about exercise adherence factors and strategies

for continued training success Implement a self-designed personal fitness training

programme to achieve own goals and objectives Review a personal fitness training programme.


Leading Sports

Activities

In this unit learners will:- Know the attributes associated with successful sports

leadership Undertake the planning and leading of sports activities Review the planning and leading of sports activities.


Summary The qualification is equivalent to 1 GCSE and offers a direct progression on to BTEC Level 3 Extended Certificate in Sport offered at Adams College. The qualification also offers the learners opportunity of employment in the sport/leisure sector.

PHYSICAL EDUCATION

Sport Examination Courses




A targeted group of students will be offered the chance of participating in this course. The ASDAN programme gives the opportunity for students to gain formal recognition for a broad range of activities that are relevant to personal development. The emphasis is very much on developing those skills and qualities that employers and higher education tutors, as well as young people, parents and teachers, regard as important practical attributes. The course includes a stand alone Workplace Hazard Awareness course and other short courses to prepare students for the world of work. CoPE (Level 1 / Level 2) We select a number of "challenges" from the modules that make up CoPE and build up a portfolio of evidence as they complete the various challenges and gain "credit" for each module finished. Over the two years, students are required to plan and review their work at key points, and these action plans and reviews form part of the portfolio of evidence. Their portfolio is presented at a moderation meeting during Year 11 and, if successful, students receive their CoPE accreditation. There is no examination. The course consists entirely of coursework, which means all modules have to be fully completed to gain this award. Students following this course need to apply themselves fully during lessons in order to produce the quality of work expected by moderators. Here are the 12 modules that make up CoPE, from which "challenges" are selected: 1. Information Handling 2. The Community 3. Sport and Leisure 4. Home Management 5. The Environment 6. Number Handling 7. Health and Safety 8. World of Work 9. Technology 10. Wider World 11. Expressive Arts 12. Beliefs and Values

CERTIFICATE OF PERSONAL EFFECTIVENESS (CoPE)

(Awarded by ASDAN Level 1 / 2)




Person to contact for information: Mr T McAleavy We will be inviting about 12-15 students to join the course. Selected students will follow the core course of: English Mathematics Science ICT Technology Based Qualifications An 'Asdan' COPE (Certificate of Personal Effectiveness) course Option Choices where possible (discussed on an individual basis) GCSE entry or equivalent will be possible in all of these subject areas. In addition, each student will have:

- one day’s work experience that matches their career aspirations - opportunity to gain additional “world of work” qualifications - structured information, advice and guidance on further education or

employment - workshops on core skills such as application writing, interview technique and

employability skills provided by businesses, that work with the school, have created.

THE VOCATIONAL COURSE




Everyone realises how important external examinations are these days. It is our policy to recommend entry for all subjects in which students have completed satisfactorily the appropriate course and to pay the necessary examination fees. If we are concerned about the progress an individual student is making we will make contact with parents, for instance if coursework assignments have not been completed on time. Most courses studied in Years 10 and 11 [Key Stage 4] lead to examinations for the General Certificate of Secondary Education (GCSE). Some subjects are offered at two levels for GCSE (Higher and Lower) - for example Maths. The possible grades that a candidate can achieve are partly determined by the level of entry. At the beginning of the Spring Term in Year 11 we send home with each student a statement showing the subjects for which the School is recommending entry, together with details about the level of entry. We are willing to discuss any queries over entries with students and parents recognising that this is in the student's best interest. Alternative qualifications are offered to some students in some subject areas as you will see in the relevant course details. Before students embark on these courses, we discuss whether this is appropriate with them and contact is made with parents.

THE GENERAL CERTIFICATE OF SECONDARY EDUCATION - GCSE The emphasis is on positive achievement: GCSE courses attempt to identify what students "know, understand and can do" rather than penalise them for things they cannot do. It is not just about learning facts - the courses include practical work, oral work, fieldwork investigations, projects and group work. Importantly the students have to apply the knowledge they have learnt. GCSE Grades All GCSE examinations are now awarded one of the following grades: 9, 8, 7, 6, 5, 4, 3, 2, 1 with 9 being the highest and 1 the lowest. BTECs: These receive either Pass, Merit or Distinction.

Students intending to go on to study subjects at Advanced Level (Level 3) will be expected to gain a grade 4/5 or better in a specified number of subjects (usually a minimum of 5). The School has a policy for appeals against internal assessment of work for external qualifications. Copies of the policy are available from our Examinations Officer, Mrs Threadgold, on request.

EXTERNAL EXAMINATIONS




Although this next stage may seem a long way off, it can help you if you have a goal you are working towards. Briefly the options after your GCSEs are as follows:- ADAMS COLLEGE - The Sixth Form To take 3 or 4 A-Level subjects, or the equivalent, in Btec Level 3 in Year 12 & 13. This choice is the traditional means of access to higher education at universities or colleges. The requirement for entry to these courses is a minimum of five grade 4/5 at GCSE, but ideally pupils will have a range of 4s to 9s with five 4/5s being the minimum requirement. COLLEGES OF FURTHER EDUCATION These colleges e.g. Shrewsbury College of Arts and Technology, Walford, Reaseheath or TCAT offer a wider range of Level 1, 2 and 3 Vocational courses. This route would suit those students who have made definite career decisions and have clearly identified their vocational direction. Entry requirements depend on the course chosen. MODERN APPRENTICESHIPS This option provides the opportunity for young people to develop their skills in a vocational area. They combine practical skills with nationally recognised training and qualifications. Indeed this is the only recognised route into some trades. EMPLOYMENT This may be an option for some students but increasingly, at 16, it is becoming very rare. Only those jobs that give genuine training can offer any form of long term security. This training may be offered through Modern Apprenticeships, whilst the young person is also in employment.

Careers education and guidance is an integral part of the ethos of life at Thomas Adams. In the coming years it will be of increasing value and importance as decisions need to be made. Careers Guidance links closely with the mentoring and monitoring processes that have been developed within the School. This successful initiative has been recognised through the award of the nationally approved Investors in Careers standard to the School. Careers Education and Guidance endeavours to help individuals develop the knowledge, understanding and skills they need to make informed decisions and to plan and manage their career and lifestyle development. It is delivered through partnerships with Shropshire Connexions Service, local employers, education and training providers, parents and governors.

SO WHAT’S NEXT? POST 16 OPTIONS

CAREERS EDUCATION and GUIDANCE




STATEMENT OF ENTITLEMENT

As a Student you are entitled to expect that the staff of Thomas Adams School will: • treat and respect you as an individual • provide you with the opportunity to learn the skills and gain the knowledge necessary to make decisions about your own future • offer support as you need it • offer you a confidential service* • guarantee access to Careers Information which is up-to-date, comprehensive and unbiased, including computerised guidance programmes • ensure you have access to information about all the options in education, training and employment open to you at each stage of your career • provide the opportunity to take part in two weeks' Work Experience • provide opportunities for individual guidance with Shropshire Connexions Service

As a student the staff of Thomas Adams School expect that you will: • be active in helping yourself as well as expecting us to help you • be prepared to be realistic and adaptable in considering the range of opportunities available and in making choices about them • be prepared to use the information and guidance systems that are made available • carry out actions you have agreed to undertake • be considerate of others and their needs

As a parent or guardian you are entitled to expect that the staff of Thomas Adams School will: • enable you to take an active part in the processes described above, which could include - - attendance at Parents' Evenings, information sessions and other events - attendance at Careers Guidance Interviews - if you wish • allow you to contact them at any stage for information or advice about your child • promote and practise Equal Opportunities for all young people regardless of gender, ethnic origin, disability etc.

*On some occasions the Law requires that certain information is to be passed on. Such circumstances would be fully discussed with you.

Thomas Adams School Lowe Hill

Wem SY4 5UB

01939 237000

[email protected]

Documents

Thomas Adams School€¦ · Thomas Adams School Year 10 and 11 Courses and Options An Outstanding Choice . Page 1 website: Options 2018 email: [email protected] Your options,